最新-高中英语 Unit 2《What is happiness to you-Reading》学案3 译林版选修6 精品
Unit 2《What is happiness to you》Reading
一、重要语言点
Mean doing sth. 意味着做某事 meet a goal 达到目标
Struggle with physical disability 与身体的残疾抗争 struggle with/against
In difficult times 在困难时期 be happy with 对----满意
thank sb. for doing sth. 因做某事感谢某人 join sb. in sth/doing sth. 加入某人某项活动
Be amazed by 对----感到惊奇 be proud of 以---骄傲
Expect her to be sad 以为她会悲伤的 in case ----- 以 防，万一
Describe sb. as 把某人描绘成 live apart from 与---不住在一起
Devote oneself to--- 投身于------ cost sb. sth. 使某人丧失----
Be rushed to----- 被紧急送往---- cheer sb. up 使某人振作起来
Be in good spirits 情绪好 focus on 集中于
Be in hospital 住院 adapt to 与---适应
Rebuild one’s life 重建某人的生活 due to 由于
Encourage sb. to do sth. 鼓励某人作某事 across the world 在全世界
Role model 榜样 as long as 只要
Recover from 从-----恢复 replace sth/sb with-- 用----代替
二、重点句型
1. Now, she finds happiness through reaching much smaller goals, and through the
love of the people around her.
现在，她从达到更小的目标以及周围人对她的关爱中找到幸福。
2. By the time she competed in the gymnastics tournament at the New York Goodwill
Games, she had been a dedicated junior gymnast for eleven years.
11年来，直到角逐纽约友好运动会的体操锦标赛时，桑兰一直是一个专心致志的体操小将。
2. In 1998, a small accident during one of her practice vaults at the Goodwill Games
could have cost her her future happiness.
在1998年的友好运动会上，她在练习跳马时发生的一个小事故本可能使她丧失未来的幸福。
3. That must have been difficult for her. She must have been very sad.
那对她来说肯定很难。她肯定很伤心。
4. Instead of crying about what she had lost and feeling hopeless, Sang Lan thought
about what she could do to get better.
桑兰没有因她所失去的而哭泣，也没有绝望，而是考虑能做些什么来让自己恢复得更好。
II. Exercises
1) 句型转换
1. His mother was a great teacher and she contributed all her life to the
cause of education.
His mother was a great teacher and she _______ all her life ____ the cause
of education.
2. After I failed my English exam, my best friend took me to the ballet to
make me cheerful.
After I failed my English exam, my best friend took me to the ballet to
_____me ______. 3. She is crying sadly; it's certain that he has heard of the bad news.
She is crying sadly; she ______ ______ ______ _____ the bad news.
4. There is no need to give me the money; I don't expect it of you.
I don't ______ ______ ______ _______ me the money.
5. He had been preparing for the exam for a long time but failed, which
disappointed him very much.
________ _______ _______, he failed the exam though he had been preparing
for it for a long time.
6. He saved the children from the fire at the cost of his own life.
Saving the children from the fire _______ _____ ____ ______ ____.
2）中译英
1． 那位医生决心致力于SARS病毒的研究。(devote oneself to)
__________________________________________________________________________
2． 你还是带把伞，以防下雨。(in case)
__________________________________________________________________________
3． 负伤的士兵被紧急送往战地医院。(be rushed to)
__________________________________________________________________________
4． 把你的注意力集中在工作上。(focus on)
__________________________________________________________________________
5． 由于暴风雨，他迟到了。(due to)
__________________________________________________________________________
6． 凯特正在哭呢。她可能已经听到了那个坏消息。
__________________________________________________________________________
7． 他到这儿的时候，我已干完了所有的活儿。(by the time)
__________________________________________________________________________
8． 如果不邀请我，我就不去。(unless)
3) 单项选择
1. ——I’m thinking of the test tomorrow. I’m afraid I can’t pass this time.
——______________! I’m sure you’ll make it.
A. Go ahead B. Good luck
C. No problem D. Cheer up
2. John is a newcomer, who is from Hainan. I suppose it will take him a while
to ________ himself to the new surroundings.
A. adopt B. adapt C. devote D. lead
3. Her husband’s sudden physical disability and the closure of her factory
could have _________ her future happiness, but she was not discouraged and
faced the challenge bravely.
A. taken B. caused C. cost D. spent
4. The weather turned out to be fine yesterday. I _______ the trouble to carry
my umbrella.
A. should have taken B. could have taken
C. needn’t have taken D. mustn’t have taken
5. Quite __________ the cost, we need to think about how much time the job will take.
A. except B. apart from C. except for D. in addition
Key:
1) 1. devoted; to 2. cheer; up 3. must have heard of 4. expect you to
译林版高中英语必修三Uint2 Reading (I) 教案(雅礼版)
Unit 2 Natural disasters
Welcome to the unit & Reading (I)
内容分析：
本单元的主题语境是“人与自然”，话题是“自然灾害与防范”。本单元的教学旨在帮助学生认识自然灾害的巨大破坏力，掌握在遇到自然灾害时的自救知识。
Welcome to the unit板块以一段视频引出不同种类的自然灾害，为学生进一步了解单元话题做热身；Reading板块的语篇是两则新闻报道，分别描述了地震逃生和海啸前救人两个事件，目的是引起学生对自然灾害自救知识的重视。
本单元卷首的名人名言出自法国作家维克多•雨果，意为：“大自然是慈爱的母亲，也是冷血的屠夫。”这句话意在强调大自然能造福人类，也能给人类带来灾祸。
教学目标：
By the end of the lesson, students will be able to:
1. learn the structure and language characteristics of news reports;
2. explore how the two characters help people survive the disaster according to the
news reports;
3. discuss the personalities that the two characters show in the disaster;
4. understand the significance of preparations for a natural disaster and learn about
ways of preparation.
教学重难点：
1. Learn the structure and language characteristics of news reports;
译林版高中英语选必四Unit2 Reading I 教案
1 《英语》（选择性必修·第四册）
Unit 2 Understanding each other
Welcome to the unit & Reading (I)
I. Learning objectives
By the end of the lesson, students will be able to:
1. summarize the the main idea of each paragraph and understand the structure of the passage;
2. learn about some effective ways of communication;
3. reflect on and adjust their own ways of communication to be a better communicator.
II. Key competence focus
Summarize the main idea of each paragraph.
III. Predicted area of difficulty
Reflect on and adjust their own ways of communication to be a better communicator.
IV. Teaching procedures
Step 1 Warming up
1) T asks students to watch a video and summarize David’s and Jack’s problems.
David’s problem：He never really listens to what Jack is saying and only thinks of himself.
Jack’s problem：He can’t get David to listen to what he is saying and gets angry with David for not
高中英语Unit2 教学知识细解码学案含解析牛津译林版必修第三册
Unit 2 Natural disasters
根据词性和汉语提示，写出下列单词
1．injure
vt.伤害，使受伤；损害→injury
n．损害；伤害→injured
adj.受伤的；受损害的
2．react
vi.反应；作出反应→ reaction n．反应，回应；抗拒；化学反应
3．order n．命令；顺序；规则→ orderly adj.有秩序的；有条理的，整齐的
4．confirm vt.证实，确认；使确信；批准→confirmation n．确认，证明
5．occur vi.发生，出现；存在于→occurrence n．发生；出现
6．relief n．宽慰，轻松；减轻，消除；救济→relieve v．减轻；解除；使放心
7．inform vt.通知；了解，熟悉→information n．信息；知识；情报→informed adj.见多识广的；消息灵通的
1．signal vi.& vt.发信号，示意；标志 n．信号，暗号；标志；信号灯
①This announcement signalled a clear change of policy.vt.预示；表明
②Chest pains can be a warning signal of heart problems.n.信号
③She signalled (that)it was time to leave.vi.示意
2．exit vi.&vt.出去，离去，退场；退出 n．出口，通道；离开
①There is a fire exit on each floor of the building.n.出口；通道
②He made a quick exit to avoid meeting her.vi.离去，退场
③As the actors exited the stage the lights went on.vt.退场，离去
译林版高中英语选必三Unit2 Extended reading 名校教案
Unit 2 Out of this world
Extended reading: Why we explore
内容分析：
【What】本板块的语篇取材于杂志，围绕人类探索太空的原因，从五个层面展开论述：探索未知是人类的天性；太空探索，有助于人类理解宇宙的起源、演变和未来发展；在太空探索中所取得的技术进步可用于解决人类面临的某些重大问题；太空探索能带来巨大的经济价值；太空探索可以教育和启迪下一代。
【Why】本文通过引导学生探讨太空探索的意义，使学生了解人类航空航天事业发展的历史与现状，关注我国太空探索所取得的成就与突破，从而激发学生探索太空的兴趣，增强民族自豪感。
【How】本文的语篇类型为议论文，文章结构清晰，论点明确，逻辑性强，说理严谨，作者开篇设问：太空探索既充满危险与挑战，又耗费大量财力物力，人类为何仍然坚持进行探索？随后作者从五个层面论述了其背后的原因，通过引用名人名言、列举事实、提供数据等论证手段来展开论述。
教学目标：
By the end of this section, students will be able to:
1. summarize the author’s arguments for space exploration;
2. identify the structure and features of the argumentative essay;
3. critically analyse the advantages and disadvantages of space exploration;
4. strengthen their desire to further explore the unknown field in science.
教学重难点：
Students will figure out a little bit hard for them to:
译林版高中英语选必四Unit2 Reading II 教案
1 《英语》选修·第四册）
Unit 2 Effective communication
Reading (II)
I. Learning objectives
By the end of the lesson, students will be able to:
1. learn some key words and useful expressions, use them properly and correctly ;
2. understand and analyse some complicated sentences in the lecture transcript ;
3. have a better understanding of the lecture transcript and improve Ss’ communication skills. .
II. Key competence focus
Improve their language ability by learning the useful expressions in different situations.
III. Predicted area of difficulty
Use useful expressions properly and correctly in new situations.
IV. Teaching procedures
Step 1 Revision
1.T asks Ss the following questions
1) What advice have we got about effective communications from the lecture transcript which we
read in the last class?
译林版高中英语选必二Unit3 Reading I 教案
1
《英语》（选择性必修·第二册）
Unit 3 Fit for life
Welcome to the unit & Reading (I)
I. Learning objectives
By the end of the lesson, students will be able to:
1. read the lecture transcript about genome editing carefully；
2. know the main idea of each paragraph and understand how the passage is organized in the
lecture;
3. improve their critical thinking ability by answering the given questions.
II. Key competence focus
Improve the ability of reading comprehension and critical thinking.
III. Predicted area of difficulty
Get the Ss to know how the lecture transcript is organized.
IV. Teaching procedures
Step 1 Warming up
T shows four pictures to the class.
1. T leads Ss to look at the pictures and asks the following three questions:
• What jobs are shown in the pictures?
• Would you like to be a medical professional? Why or why not?
译林版高中英语扩展创新学程一Unit3 Reading II 教案
1 《英语》（选修·第一册）
Unit 3 On the move
Reading (II)
I. Learning objectives
By the end of the lesson, students will be able to:
1. revise the blog post;
2. use the following vocabulary: in line with, ahead of time, be confronted with, at fault, casually,
hardware, perception, regulation; puzzle, glance;
3. practice the following vocabulary in new context: casual, *pedestrian, *dilemma, *tragic,
*revolution;
4. analyse some complicated sentences in the text.
II. Key competence focus
1. Develop the techniques of flexible use of language.
2. Improve the power of cognition and comprehension.
3. Apply learning strategies to practice.
III. Predicted area of difficulty
1. Use the important vocabulary in new context;
2. Understand some complicated sentences in the text.
IV. Teaching procedures
T Greet the class.
译林版高中英语选必二Unit2 Reading (I) 教案(名校)
Unit 2 Sports culture
Welcome to the unit & Reading (I)
◆ 内容分析：
本单元的主题语境是“人与社会”，话题为“体育文化、体育精神”涉及的语篇类型有：视频、网站文章、博客文章、杂志文章等。本单元的学习旨在帮助学生了解各项体育赛事，感受体育文化的魅力，领会优秀的体育精神，并学会将体育融入生活。
Welcome to the unit板块通过一段视频，介绍了澳大利亚网球公开赛、世界一级方程式锦标赛、环法自行车赛三项世界级体育赛事。Reading板块是一篇网站文章，话题为“奥林匹克运动会”。旨在引导学生热爱体育运动、领会奥运精神，以“更快、更高、更强”的奥运格言激励学生形成积极向上的价值观和生活态度。
◆ 教学目标：
By the end of this section, students will be able to
1. summarize different paragraphs with subheadings;
2. know how to distinguish facts from opinions;
3. achieve a deep understanding of the Olympic Games and the Olympic spirit;
◆ 教学重难点：
1. Achieve a deep understanding of the Olympic Games and the Olympic spirit;
2. Grasp a basic knowledge of the Youth Olympic Games.
◆ 教学过程：
Step 1 Lead-in
Lead in: Do you know the following sports?
weightlifting diving gymnastics
译林版高中英语选必四Unit2 Reading I 教案(雅礼版)
Unit 2 Understanding each other
Welcome to the unit & Reading I
内容分析：
本单元的话题是“相互理解”，教学活动通过观看一段视频，就两位高中生日常交流中的问题，激活学生的背景知识，引导学生分析产生问题的原因，并展开讨论与自我反思，为本单元后续板块的学习做好准备。
教学目标：
By the end of the lesson, the students will be able to:
1. interpret the quote about listening and speaking;
2. analyse communication problems and explore possible solutions;
3. summarize the keys to effective communication;
4. apply the skills of effective communication in daily life.
教学重难点：
1. Analyze and solve the communication problems.
2. Summarize the keys to effective communication.
教学过程：
Step 1 Lead-in
1. Have students answer the question and lead to the topic: communication.
In your opinion, what is the best way to understand each other?
2. Ask more questions about communication:
Q1: Why communication is so significant?
译林版高中英语选必四Unit2 Extended reading 教案
1
《英语》（必修·第四册）
Unit 2 Understanding each other
Extended reading
I. Learning objectives
By the end of the lesson, students will be able to:
1. know some information about borrowed words through reading;
2. develop a proper attitude towards the borrowed words;
3. analyze the advantages and disadvantages about the borrowed words.
II. Key competence focus
1. Know the reasons why or why not use the borrowed words in different communities.
2. Develop a right attitude towards the borrowed words and the dialects.
III. Predicted area of difficulty
1. List their reasons why they hold such attitudes towards the borrowed words.
2. Express their opinions about using the local dialects.
IV. Teaching procedures
Step 1 Brainstorming
T shows some words on the screen and asks Ss some questions.
T: Hello, boys and girls. Look at the screen, are you familiar with these words? Do you know where